예비교사의 초기 부적응도식과 심리적 부적응의 관계에서 인지적 정서조절 전략의 매개효과 연구

A Study on the Mediating Effect of Cognitive Emotional Regulation Strategy in the Relation between Early Maladaptive Schema and Psychological Maladaption of preservice teachers: Focusing on Adaptive and Maladaptive Regulation Strategies

This study aimed to investigate the effects of cognitive emotional regulation strategy in the relation between early maladaptive schema and psychological maladaption in the subjects of preliminary teachers who were studying in teachers’ college and college of education. The objectives of this study were to find out early maladaptive schema in the preliminary teachers, to overcome its negative impact, and to seek more positive measures of emotional regulation so as to assist them to enhance their quality of life functionally as a preventive measure. The study subjects were 922 university students who were studying in teachers’ colleges located in Daegu and Busan, North Gyungsang Province, and the data were analyzed using SPSS 23.0 and AMOS 22.0. The study results were as follows. First with respect to the cognitive emotional regulation strategies, early maladaptive schema of the preliminary teachers showed negative impact on the adaptive emotional regulation strategy while did positive impacts on the maladaptive emotional regulation strategy and psychological maladaptation. In addition, the adaptive emotional regulation strategy showed the negative impact on psychological maladaptation and the maladaptive emotional regulation strategy did the positive impact on psychological maladaptation. Second, in the relation between early maladaptive schema and psychological maladaptation in the preliminary teachers, both the adaptive and maladaptive emotional regulation strategies were found to have the mediating effect.